Editing Creativity (section)

==== Creativity as a subset of intelligence ====
A number of researchers include creativity, either explicitly or implicitly, as a key component of intelligence, for example:
* [[Triarchic theory of intelligence|Sternberg's Theory of Successful Intelligence]]<ref name="Sternberg, R. J. 1996" /><ref name="Sternberg, R. J. 1999 pp. 251" /><ref>{{cite book|last1=Sternberg|first1=R.J.|last2=Kaufman|first2=J.C.|last3=Grigorenko|first3=E.L.|year=2008|title=Applied intelligence|location=Cambridge|publisher=Cambridge University Press}}</ref> includes creativity as a main component and comprises three sub-theories: contextual (analytic), contextual (practical), and experiential (creative). Experiential sub-theory—the ability to use pre-existing knowledge and skills to solve new and novel problems—is directly related to creativity.
* The [[Cattell–Horn–Carroll theory]] (CHC) includes creativity as a subset of intelligence, associated with the broad group factor of long-term storage and retrieval (Glr).<ref>{{cite journal | last1 = Kaufman | first1 = J.C. | last2 = Kaufman | first2 = S.B. | last3 = Lichtenberger | first3 = E.O. | s2cid = 18061207 | year = 2011 | title = Finding creativity on intelligence tests via divergent production | journal = Canadian Journal of School Psychology | volume = 26 | issue = 2| pages = 83–106 | doi = 10.1177/0829573511406511 }}</ref> Glr narrows abilities relating to creativity include ideational fluency, associational fluency, and originality/creativity. Silvia ''et al.''<ref>{{cite journal | last1 = Silvia | first1 = P.J. | last2 = Beaty | first2 = R.E. | last3 = Nusbaum | first3 = E.C. | year = 2013 | title = Verbal fluency and creativity: General and specific contributions of broad retrieval ability (Gr) factors to divergent thinking | journal = Intelligence | volume = 41 | issue = 5| pages = 328–340 | doi=10.1016/j.intell.2013.05.004}}</ref> conducted a study to look at the relationship between divergent thinking and verbal fluency tests and reported that both fluency and originality in divergent thinking were significantly affected by the broad-level Glr factor. Martindale<ref>{{cite book|last=Martindale|first=C.|year=1999|chapter=Biological bases of creativity|editor-first=R.J.|editor-last=Sternberg|title=Handbook of Creativity|pages=137–152|location=New York|publisher=Cambridge University Press}}</ref> extended the CHC-theory by proposing that people who are creative are also selective in their processing speed. Martindale argues that in the creative process, larger amounts of information are processed more slowly in the early stages, and as a person begins to understand the problem, the processing speed is increased.
* The [[Dual process theory|Dual Process Theory of Intelligence]]<ref>{{cite book|last1=Kaufman|first1=J.C.|last2=Kaufman|first2=S.B.|last3=Plucker|first3=J.A.|year=2013|chapter=Contemporary theories of intelligence|editor-first=J.|editor-last=Reisberg|title=The Oxford Handbook of Cognitive Psychology|pages=811–822|location=New York, N.Y.|publisher=Oxford University Press}}</ref> posits a two-factor or type model of intelligence. Type 1 is a conscious process and concerns goal-directed thoughts. Type 2 is an unconscious process, and concerns spontaneous cognition, which encompasses daydreaming and implicit learning ability. Kaufman argues that creativity occurs as a result of Type 1 and Type 2 processes working together in combination. Each type in the creative process can be used to varying degrees.